Semantic representations and additional material in facilitating learning words in the less preferred modality of deaf children

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Abstract

Four deaf children’s (mean age = 10 years 10 months) semantic representations of
particular vocabulary items were explored in this study. It was intended to investigate
how the familiarity of a word in the child’s preferred modality (BSL or English)
would determine how much could be learned about the corresponding item in the
child’s less preferred modality. On the basis of the pre-test, items used were
classified as familiar or less familiar to the child. It was hypothesised that a deeper
semantic representation of the item would allow for more knowledge to be retained
after training.
Four tasks were used to determine the scope of initial semantic representations for
each of the items. The children were then trained on these items using one of two
methods; either using a picture representation of the item together with the item in the
less preferred modality (method 1), or the item in both the child’s preferred and less
preferred modality (method 2). The different training methods were hypothesised to
support learning of the forms of the items in the less preferred modality, as well as
understanding in the preferred modality. After training a follow-up assessment of
four tasks investigated the extent of how familiarity and training method affected
knowledge retained.
It was found semantic knowledge in the preferred modality increased after training,
particularly in the less familiar items. Learning of the items in the less preferred form
was more variable and less certain; effect varied from child to child. The two training
methods used also had strengths in different areas; method 1 generally helped to a
greater extent. It can be concluded that depth of semantic representation can affect
lexical learning, and further research is required for supporting learning of new forms.